Making a Difference

Part 2—Making a Difference
| 
Meeting diverse learning needs with differentiated instruction
157
Note-taking strategies
Note taking requires students to synthesize information and record it in their own 
words and, in turn, increases their understanding of the information. A variety of
different note-taking formats may be used, depending on the task and the student.
“Webs” or “mind maps”
• 
allow students to represent information using 
both words and pictures, making them a good starting point for English 
language learners.
“Informal outlines”
• 
are more structured notes that organize information 
into main ideas and related details.
“Split page notes”
• 
are one way to combine both the outline and visual 
representation in an organized way. This format allows students to record 
the main ideas and related details, together with a visual representation of 
the information.
To teach note-taking strategies, begin by providing English language learners 
with teacher-prepared notes as a model of good note taking. Have them engage 
with the information by 
fi
nding or creating graphics to illustrate the notes. Ask 
students to add to and revise the notes as new information is learned, providing 
guidance and feedback as needed. As students improve their language 
fl
uency, 
move to teacher-prepared notes in a cloze format with key words missing, 
eventually progressing to student-created notes. Include space on a note-taking 
organizer for students to record a summary of the information and questions they 
have, providing further opportunities for them to consider and respond to the new 
information.
Flexible learning groups
A
s with other students in the class, English language learners will bene
fi
t 
most when you use a variety of criteria for organizing groups. Consider the 
following points for grouping students.
Organize small groups containing both English language and native 
• 
English speakers, to increase the opportunity for peer tutoring and support. 
This kind of grouping assists English language learners in negotiating 
meaning while presenting natural opportunities for English-speaking 
peers to scaffold language development. Assign roles and tasks for group 
members.
Consider grouping English language learners who have the same 
fi
rst 
• 
language as one group when it is necessary to clarify content and discuss 
concepts at a deeper level.
Keep learning groups small when possible. Small groups of three or four 
• 
increase the amount of talk time for each student and allow the English 
language learner to feel more comfortable contributing to the discussion.
Use cooperative learning groups intermittently. Varying instruction to 
• 
include explicit instruction and structured application gives English 
language learners time to practice skills and processes independently.

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Chapter 9–English Language Learners (ELL)
158
The following sample strategies support comprehension and language 
development within 
fl
exible grouping structures, including partner work, 
independent work and working in small groups.